Ms Meiying Wu

I earned my Bachelor’s Degree in Chinese Language and Literature in 1998. From 1998 to 2004, I taught Chinese language, culture, and literature while pursuing advanced studies, and later obtained my Master’s Degree in Modern Chinese Literature from Zhejiang University in 2006. Since the autumn of 2006, I have served as a Mandarin Language Tutor at the University of Nottingham Ningbo China (UNNC), specializing in teaching international students to improve their practical Mandarin skills for academic, professional, and everyday communication.

I teach Chinese modules at all levels from complete beginners to advanced learners, covering both general language acquisition and skill-based language acquisition.

Beyond credit-bearing courses, I also convene and teach Nottingham Advantage Award (NAA) modules focused on local cultural immersion.

These NAA modules are designed to:

• Guide international students in exploring Ningbo’s history, traditions, and contemporary society through Mandarin-language fieldwork, using the city as a dynamic classroom to practice language skills in real-world contexts;
• Empower Chinese students by training them as cultural ambassadors and volunteer facilitators, where they develop cross-cultural leadership skills and enhance employability through organizing activities, interpreting cultural nuances, and supporting international peers in navigating the city.

Expertise Summary

• • Implement flexible, student-centered pedagogy grounded in Second Language Acquisition (SLA) principles, tailoring lessons to learners’ proficiency levels, cognitive styles, and specific goals (e.g., academic, professional, or cultural immersion).
  • Integrate local culture immersion through authentic tasks, such as fieldwork in Ningbo’s historical sitesand community-based language projects, to bridge classroom learning with real-world sociocultural contexts.

Research Interest

• Investigate how local culture immersion enhances interlanguage pragmatics (e.g., politeness strategies, discourse norms) and accelerates proficiency in task-based language teaching settings.
• Explore methods to align students’ learning style preferences with culturally embedded pedagogical tools, such as community-interaction simulations.